Publications 2002

The Graduate School of Education is one of the largest in the country, embracing a considerable variety of research activity, from large-scale externally funded programmes to small-scale collaborations with local teachers.

For full lists of all publications from staff of the Graduate School of Education currently in print please choose a year:

• 2010
• 2009
• 2008
• 2007
• 2006
• 2005
• 2004
• 2003
• 2002
• 2001
• 2000 and earlier

Books

• Biesta, G.J.J., Korthagen, F.A.J. & Verkuyl, H.S.  (eds) (2002). Pedagogisch bekeken. De rol van pedagogische idealen in de onderwijspraktijk. [From a pedagogical point of view. The role of educational ideals in teaching.]. Baarn: Nelissen.
• Clough, N. & Holden, C.  (2002). Education for Citizenship: Ideas into Action.  Routledge/Falmer.
• Copley, T.D.  (2002). 'Black Tom' - Arnold of Rugby: the Myth and the Man.  London and New York: Continuum Books.
• Craft, A.  (2002). Creativity and Early Years Education.  London: Continuum Books.
• Ecclestone, K.  (2002). Learning Autonomy in Post-16 Education: the politics and practice of formative assessment.  London: Falmer/Routledge.
• Fisher, R.  (2002). Inside the Literacy hour: Learning from classroom experience.  London: Routledge.
• Fisher, R., Brooks, G. & Lewis, M.  (eds) (2002). Raising Standards in Literacy. London: Falmer.
• Myhill, D.A.  (eds) (2002). Consultant Editor for Eames, K, Taylor, K and Trelawney-Ross, D Writing: Steps to Success Levels 3-4+. London: Hodder and Stoughton.
• Myhill, D.A.  (eds) (2002). Consultant Editor for Eames, K, Taylor, K and Trelawney-Ross, D Writing: Steps to Success Levels 4-5+. London: Hodder and Stoughton.
• Myhill, D.A.  (eds) (2002). Consultant Editor for Eames, K, Taylor, K and Trelawney-Ross, D Writing: Steps to Success Levels 5-6+. London: Hodder and Stoughton.
• Reynolds, D., Creemers, B.P.M., Stringfield, S. & Teddlie, C.  (2002). World Class Schools: International Perspectives in School Effectiveness.  London: Routledge/Falmer.
• Thomas, L., Cooper, M. & Quinn, J.  (2002). Collaboration to Widen Participation in Higher Education.  Stoke on Trent: Trentham.
• Troudi, S., Riley, S. & Coombe, C.  (eds) (2002). EFL challenges in the new millennium. UAE: TESOL Arabia Publications.
• Wilson, A.C.  (2002). Nowhere Better Than This.  Tonbridge: Worple Press.

Journal Articles

Links will search Google Scholar for matching titles.

• Almeida, D.F.  (2002). Transmission of the calculus from Kerala to Europe.  , 33-48.
• Avramidis, E. & Norwich, B.  (2002). Teachers' attitudes towards integration/ inclusion: a review of the literature..  European Journal of Special Needs Education 17(2), 129-147.
• Avramidis, E. & Norwich, B.  (2002). Teachers' attitudes towards integration/ inclusion: a review of the literature..  European Journal of Special Needs Education 17(2), 129-147.
• Avramidis, E., Bayliss, P. & Burden, R.  (2002). Inclusion in action: an in-depth case study of an effective inclusive secondary school in the south west of England..  International Journal of Inclusive Education 6(2), 143-163.
• Avramidis, E., Bayliss, P.D. & Burden, R.L.  (2002). Inclusion in action: an in-depth case study of an effective secondary school in the south west of England.  International Journal of Inclusive Education 6(2), 143-163.
• Avramidis, E., Bayliss, P.D. & Burden, R.L.  (2002). Inclusion in action: an in-depth case study of an effective secondary school in the south west of England.  International Journal of Inclusive Education 6(2), 143-163.
• Bayliss, P.D. & Dodwell, C.  (2002). Building Relationships through Drama: the Action Track Project.  Research in Drama Education 7(1), 43-60.
• Bayliss, P.D. & Dodwell, C.  (2002). Building Relationships Through Drama: The Action Track Project.  Research in Drama Education 7(1).
• Bennetts, C.  (2002). Traditional mentor relationships, intimacy and emotional intelligence.  International Journal of Qualitative Studies in Education 15(2), 155-170.
• Bennetts, C.  (2002). The Locus of Evaluation; Becoming a Professional Counsellor.  International Journal of Lifelong Education 21(3), 234-252.
• Biesta, G.J.J.  (2002). Bildung and modernity. The future of Bildung in a world of difference.  Studies in Philosophy and Education 21(4/5), 343-351.
• Biesta, G.J.J.  (2002). How general can Bildung be? Reflections on the future of a modern educational ideal..  Journal of Philosophy of Education 36(3), 377-390.
• Biesta, G.J.J. & Miedema, S.  (2002). Instruction or pedagogy? The need for a transformative conception of education..  Teaching and Teacher Education 18, 173-181.
• Biesta, G.J.J. & Mirón, L.F.  (2002). The new discourses on educational leadership: An introduction.  Studies in Philosophy and Education 21(2), 101-107.
• Bowker, R.  (2002). Making the most out of Eden.  Primary Science Review 75, 4-7.
• Bowker, R.  (2002). Evaluating teaching and learning strategies at the Eden Project.  Evaluation and Research in Education 16(3), 123-135.
• Bowker, R. & Gompertz, B.  (2002). Science through school partnerships.  Primary Science Review 72, 30-31.
• Burn, R.P.  (2002). Some comments on 'The role of proof in comprehending and teaching elementary linear algebra' by F. Uhlig.  Educational Studies in Mathematics 51(3), 183-4.
• Chamberlin, R.P., Wragg, E.C., Haynes, G.S. & Wragg, C.M.  (2002). Performance related pay and the teaching profession: a review of the literature.  Research Papers in Education 17(1), 31-49.
• Chamberlin, R.P., Wragg, E.C., Haynes, G.S. & Wragg, C.M.  (2002). Performance related pay and the teaching profession: a review of the literature, Research Papers in Education 17, 1:31-49. .  Research Papers in Education 17(1), 31-49.
• Copley, T.D.  (2002). Arnold of Rugby, a subject strangled by his biographers, Auto/Biography.  Journal of the British Sociological Association X(1 & 2), 31-34.
• Cosford, B. & Draper, J.  (2002). Parenting as Professional Development for Teachers.  Teacher Development 6(3), 347-363.
• Ernest, P.  (2002). Empowerment in Mathematics Education.  Philosophy of Mathematics Education Journal(15), 1-16 Web journal http://www.people.ex.ac.uk/PErnest/pome15/contents.htm.
• Fernandez, M., Wegerif, R., Mercer, N. & Rojas-Drummond, S.M.  (2002). Re-conceptualising “scaffolding” and the Zone of Proximal Development in the context of symmetrical collaborative learning..  Journal of Classroom Interaction 36(2), 40-54.
• Fisher, R.  (2002). Shared Thinking: metacognitive modelling in the literacy hour.  Reading 36(2), 64-68.
• Fisher, R.  (2002). Once upon a time. Reading for pleasure.  Child Education March, 20-21.
• Fisher, R.  (2002). Storytime Adventures.  Child Education April, 20-21.
• Fisher, R.  (2002). The choice is yours.  Child Education May, 20-21.
• Fisher, R.  (2002). Week of Wonders.  Child Education June, 20-21.
• Forrest, F., Taylor, M., Postlethwaite, K. & Aspinall, R.  (2002). The use of a High Fidelity Simulator to develop technical performance of novice anaesthetists.  British Journal of Anaesthesia 88(3), 338-344.
• Gompertz, B.  (2002). Science Through School Partnerships.  Primary Science Review 72.
• Haggarty, L. & Postlethwaite, K.  (2002). Strategies for improving communication between teachers and school students about learning: a university/school collaborative research project.  Educational Action Research 10(3), 449-478.
• Harvey, P. & Jones, R.  (2002). Britain Explored.  .
• Holden, C.  (2002). Contributing to the debate: the perspectives of children on gender, achievement and literacy.  Journal of Educational Enquiry 3(1), 97 - 110.
• Holden, C.  (2002).  Teaching the tricky bits: topical, political and controversial issues.  Education 3-13 3(2), 17 - 23.
• Kelly, N. & Norwich, B.  (2002). The perspectives of children with MLD on their educational provision and themselves..  SENCO 42, 8-9.
• Kotler, A., Wegerif, R. & Le Voi, M.  (2002). Oracy and the educational achievement of pupils with English as an Additional Language: The Impact of bringing ‘Talking Partners’ into Bradford Schools..  Journal of Bilingual Education and Bilingualism 4(6), 403–419.
• Lawy, R.  (2002). Transition and transformation: the experiences of two young people.  Journal of Education and work 15(2), 201-218.
• Lawy, R.  (2002). Risky stories: youth identities, learning and everyday risk.  Journal of Youth Studies 5(4), 407-423.
• MacDonald, M.N.  (2002). Pedagogy, pathology and ideology: the production, transmission and reproduction of medical discourse.  Discourse and Society 13(4), 447-467.
• Martin, D.S., Craft, A. & Tillema, H.  (2002). International Collaboration: Challenges for Researchers .  The Educational Forum 66(4), 365-370.
• Martin, D.S., Craft, A. & Tillema, H.  (2002). Developing Critical and Creative Thinking Strategies in Primary School Pupils: An Inter-Cultural Study of Teachers' Learning .  British Journal of In-Service Education 28(1), 115-134.
• Merefield, J.R.  (2002). Dust to dust.  New Scientist 153, 1-4.
• Merefield, J.R. & Roche, D.P.  (2002). Investigation of contaminated land at a former sewage treatment works, its remediation and return to public open-space.  Geoscience in South-West England 10(3), 358-363.
• Muijs, R.D. & Reynolds, D.  (2002). Being or Doing: The Role of Teacher Behaviors and Beliefs in School and Teacher Effectiveness in Mathematics, a SEM analysis.  Journal of Classroom Interaction 37(2), 3-15.
• Murphy, D., Draper, J., O'Brien, J. & Cowie, M.  (2002). Local management of the SQH programme.  Journal of In-service Education 28(2), 277-296.
• Myhill, D.A.  (2002). Bad Boys and Good Girls? Patterns of Interaction and Response in Whole Class Teaching.  British Educational Research Journal 28(3), 339-352.
• Myhill, D.A. & Dunkin, F.  (2002). Thats a Good Question.  Literacy Today 33, 8-9.
• Nichol, J.  (2002). History Curricula from Around the World for the 21st Century.  International Journal of Historical Learning Teaching and Research 2(1), 95-104.
• Nichol, J.  (2002). Professionalism, Scholarship and Research.  International Journal of Historical Learning Teaching and Research 2.1.
• Norwich, B.  (2002). Education, inclusion and individual differences : recognising and resolving dilemmas.  British Journal of Educational Studies 50(4), 482-502.
• Norwich, B. & Kent, T.  (2002). Assessing the personal and social development of pupils with special educational needs: wider lessons for all..  Assessment in Education 9(1), 59-80.
• Norwich, B., Cooper, P. & Maras, P.  (2002). Attentional and activity difficulties: findings from a national study..  Support for learning 17(4), 182-187.
• O’Brien, J. & Draper, J.  (2002). A framework for CPD : The Chartered Teacher Initiative in Scotland. .  Professional Development Today(3), 69-75.
• Postlethwaite, K. & Haggarty, L.  (2002). Towards the improvement of learning in secondary schools: student's views, their links to theories of motivation and to issues of under and over achievement..  Research Papers in Education 17(2), 185-209.
• Potter, D. & Reynolds, D.  (2002). School Improvement for Schools Facing Challenging Circumstances.  School Leadership and Management 22(3), 243-256.
• Preece, P.F.W.  (2002). Equal-interval measurement: the foundation of quantitative educational research.  Research Papers in Education 17, 363-372.
• Priestley, J.G.  (2002). Westhill College: The Embodiment of a Religious and Educational Ideal.  Panorama: International Journal of Comparative Religious Edu 14(2), 169-184.
• Reynolds, D. & Muijs, D.  (2002). Teachers Beliefs and Behaviours: What Really Matters?.  Journal of Classroom Interaction 37(2), 3 - 15.
• Richardson, W.  (2002). Educational Studies in the United Kingdom, 1940-2002.  British Journal of Educational Studies 50(1), 3-56.
• Robison, W.  (2002). Historiographical reflections on the 1902 Education Act.  Oxford Review of Education 28(2), 159-172.
• Troudi, S.  (2002). English as a language of Instruction in the UAE.  TESOL Arabia News 9(3), 5 -10.
• Wegerif, R.  (2002). Walking or dancing? Models of learning to think in education..  International Journal of Interactive Learning Research 13(1), 51-70.
• Williams, L.R.T., Katene, W.H. & Fleming, K.  (2002). Coincidence timing of a tennis stroke: Effects of age, skill level, gender, stimulus velocity and attention demand..  Research Quarterly for Exercise and Sport 73(1), 28-37.
• Williams, M., Burden, R. & Lanvers, U.  (2002). French is the language of love and stuff : student perceptions of issues related to motivation in learning a foreign language.  British Educational Research Journal 28(2), 503-528.
• Williams, M.D., Burden, R.L. & Lanvers, U.  (2002). French is the language of love and stuff : student perceptions of issues related to motivation in learning a foreign language.  British Educational Research Journal 28(4), 503-528.
• Wood, E.  (2002). Progression and Continuity in Early Childhood.  Early Childhood Folio 6, 21-27.
• Wood, E.  (2002). Why playing with the NLS is vital.  Primary English Magazine 7(3).
• Wood, E.  (2002). Too prescriptive for infants?.  Primary English Magazine 7(4), 19-23.
• Wood, E.  (2002). “I know what I can do better now”: Young Children’s Understanding of Progression.  Primary English Magazine 8(2), 22-25.
• Wragg, C.M. & Wragg, E.C.  (2002). Staying Power .  Managing Schools Today, 32-35.
• Young, S.  (2002). Young children's spontaneous vocalisations in free-play: Observations of two- to three-year-olds in a day-care setting.  Bulletin of the Council for Research in Music Education 152, 43-53.

Chapters in Books

• Almeida, D.F.  (2002). ¿Existen lazos entre Democracia y Matemáticas? In (pp. 100-109).
• Biesta, G.J.J.  (2002). Op zoek naar een pedagogisch perspectief.  In G.J.J.Biesta, F.A.J.Korthagen & H.S.Verkuyl (eds) Pedagogisch bekeken. De rol van pedagogische idealen in de onderwijspraktijk [From a pedagogical point of view. The role of educational ideals in teaching.] (pp. 13-25). Baarn: Nelissen.
• Biesta, G.J.J. & Verkuyl, H.S.  (2002). Woorden en daden: Het pedagogisch analyseschema.  In G.J.J.Biesta, F.A.J.Korthagen & H.S.Verkuyl (eds) Pedagogisch bekeken. De rol van pedagogische idealen in de onderwijspraktijk [From a pedagogical point of view. The role of educational ideals in teaching.] (pp. 93-108). Baarn: Nelissen.
• Biesta, G.J.J., Korthagen, F.A.J. & Verkuyl, H.S.  (2002). Afsluiting.  In G.J.J.Biesta, F.A.J.Korthagen & H.S.Verkuyl (eds) Pedagogisch bekeken. De rol van pedagogische idealen in de onderwijspraktijk [From a pedagogical point of view. The role of educational ideals in teaching.] (pp. 109-121). Baarn: Nelissen.
• Burden, R.L.  (2002). A cognitive approach to dyslexia: learning styles and thinking skills.  In G.Reid & J.Wearmouth (eds) Dyslexia and Literacy: Theory and Practice (pp. 271-284). Chichester: Wiley.
• Burghes, D.  (2002). Comparing Standards, Academic and Vocational, 16-19 year olds: Mathematics.  In (pp. 15-45). London: Politeia.
• Burns, C.  (2002). The Rising Profile of Inclusion.  In N.Simco & T.Wilson (eds) Primary Initial Teacher Training and Education: Revised Standards, Bright Future? (pp. 53-59). Exeter: Learning Matters Ltd.
• Copley, T.D.  (2002). Afterword on Thomas Arnold.  In L.Strachey (ed.) Eminent Victorians: the Definitive Edition (pp. 211-218). London and New York: Continuum Books.
• Dawes, L. & Wegerif, R.  (2002). Talking Solutions: The role of oracy in the effective use of ICT.  In M.Monteith (ed.) Teaching Primary Literacy with ICT Buckingham: Open University Press.
• Dillon, P.  (2002). The dynamics of virtual learning communities. Towards an integrating framework.  In K.Julkunen, S.Havu-Nuutinen & J.Pietarinen (eds) Learning and Instruction in Multiple Contexts and Settings III (pp. 21-30). Finland: University of Joensuu.
• Fisher, R.  (2002). Developing Practice, a discussion in Fisher.  In R.Fisher, G.Brooks & M.Lewis (eds) Raising Standards in Literacy London: Routledge (pp. 251-255). London: Falmer.
• Fisher, R. & Lewis, M.  (2002). Examining teaching in the literacy hour: Case studies from English classrooms.  In R.Fisher, G.Brooks & M.Lewis (eds) Raising Standards in Literacy London: Routledge (pp. 204-215). London: Routledge.
• Gompertz, B.  (2002). The Energy Debate – a case study.  In N.Clough & C.Holden (eds) Education for Citizenship: Ideas into Action (pp. 127). London and New York: Routledge.
• Hennessy, S. & Dogani, K.  (2002). Asking Better Questions in Teaching for Creativity.  In S.Dingli (ed.) Creative Thinking (pp. 163-177). Malta: University of Malta.
• Holden, C.  (2002). Citizens of the New Century: Perspectives from the UK.  In J.Gidley & S.Inayatullah (eds) Youth Futures: Empirical Research and Transformative Visions (pp. 131-142). Australia: Greenwood Publishers.
• Hunt, C.  (2002). On magnets, pawns and the Holy Grail: the altered states of adult and community educators.  In R.Edwards, P.Gray, B.Morgan-Klein & L.Tett (eds) Cultures, communities and citizens: the altered states of adult and community education (pp. 155-160). University of Stirling: SCUTREA.
• Jones, G.A.  (2002). Leading or Managing Schools? Implications for Equity and Equality.  In L.Moreno-Herrera & G.Francia (eds) Educational Policies. Implications for Equity, Equality and Equivalence. Reports from the Department of Education, Orebro University (pp. 81 - 94). Orebro: Department of Education, Orebro University.
• Korthagen, F.A.J. & Biesta, G.J.J.  (2002). Doen en denken: Pedagogische reflectie.  In G.J.J.Biesta, F.A.J.Korthagen & H.S.Verkuyl (eds) Pedagogisch bekeken. De rol van pedagogische idealen in de onderwijspraktijk [From a pedagogical point of view. The role of educational ideals in teaching.] (pp. 51-73). Baarn: Nelissen.
• Larkin, S.  (2002). Creating metacognitive experiences for 5- and 6-year-old children. In M.Shayer & P.Adey (eds) Learning Intelligence: Cognitive acceleration across the curriculum from 5 to 15 years (pp. 65-79). Buckingham & Philadelphia: Open University Press.
• Miedema, S. & Biesta, G.J.J.  (2002). Jacques Derrida's religion with/out religion and the impossibility of religious education.  In R.G.Litchfield (ed.) Leading with Hope: The Vocation of the Religious Educator (pp. 313-328). Philadelphia, Pennsylvania: APRRE.
• Norwich, B.  (2002). Is there a distinctive pedagogy for learning difficulties? In D.Galloway (ed.) Children with SEN: a response to the new Code of Practice (pp. 25-37). London: Association of Child Psychology and Psychiatry.
• Quinn, J.  (2002). Interdisciplinary collaboration; Its role in widening participation in Higher Education.  In L.Thomas, M.Cooper & J.Quinn (eds) Collaboration to Widen Particpation (pp. 247-257). DfES.
• Reynolds, D.  (2002). Developing differently: educational policy in England, Wales, Scotland and Northern Ireland.  In J.Adams & P.Robinson (eds) Devolution in Practice: Public Policy Differences within the UK (pp. 93-103). London: ESRC/IPPR.
• Rich, S.  (2002). Problems of Understanding in Cross-cultural Learning Conversations and a way forward.  In W.Littlewood (ed.) Culture, Communication and Pedagogy (pp. 65-74). Hong Kong: Baptist University Press.
• Rich, S.  (2002). Cross-cultural Learning Conversations in Higher Education: some problems and potential solutions.  In C.M.Wang, K.P.Mohanan & D.Pan (eds) Teaching and learning in Higher Education (pp. 378-383). University of Singapore.
• Trend, R.D.  (2002). Developing the Concept of Deep Time.  In V.J.Mayer (ed.) Global Science Literacy (pp. 187-202). London: Kluwer.
• Williams, M.  (2002). Theory and practice in teacher education: mind the gap.  In V.Crew, C.Davison & B.Mak (eds) Reflecting on Language and Education (pp. 21-30). Hong Kong: Hong Kong Institute of Education.
• Wilson, A.C.  (2002). Using poetry to discuss issues of identity, language and loss, and for text level work.  In C.E.Holden (ed.) Education for Citizenship: Ideas into Action. A practical guide for teachers of pupils aged 7-14 (pp. 42-44). London: Routledge/Falmer.
• Wilson, A.C.  (2002). ‘'Anything you want it to be’: Reading and Writing Poetry’. In E.Bearne (ed.) Making Progress in Writing (pp. 108-109). Routledge, Taylor and Francis.
• Wood, E.  (2002). I know what I’ve got better at’: young children’s understanding of progression in their learning.  In National, Numeracy & Team (eds) The National Numeracy Strategy, Teaching Mathematics in Reception and Year 1. Resource file for providers of Initial Teacher Training (pp. 73-87). DfES.
• Young, S.  (2002). Teaching Music.  In S.Penny (ed.) Teaching Arts in Primary Schools (pp. 103-125). Exeter: Learning Matters Ltd.

Other publications

• Avramidis, E.  (2002). Review of Reid, G. & Kirk, J. (2001) "Dyslexia in Adults. Education & Employment" , .  in British Journal of Educational Psychology 72(4).
• Bayliss, P.D.  (2002). Distance learning and CPD: special education and knowledge management. IEEE Computer Society Press in the proceedings of the 13th International Conference and Workshop on Database and Expert Systems (DEXA 02 -Aix-en-Provence).  http://csdl.computer.org/comp/proceedings/dexa/2002/1668/00/16680356abs.htm .
• Bayliss, P.D., Wood, J., Heather, D., Avrimedes, E. & Dodwell, C.  (2002). Autism spectrum disorder: evaluation and development of strategies for primary care for people with autism in Europe.[Final Report to the Commission, Brussels. AFP in Biomedical and Health Research Stage 1, Proposal BM-ST-9173.]  University of Exeter: School of Education and Lifelong Learning.
• Burden, R.L. & Chedzoy, S.M.  (2002). Moving from Primary School to Technology College.  BERA   http://www.leeds.ac.uk/educol/documents/00002285.htm .
• Burghes, D.  (2002). The Potential of Technology to Enhance Mathematics Teaching and Learning, in Mathematics Education for a Knowledge-Based Era, Proceedings of Second East Asia Regional Conference on Mathematics Education: Plenary Lectures in .  (pp. 49-55). Singapore: .
• Copley, T.D. & Walshe, K.  (2002). The Figure of Jesus in Religious Education, the report of the Teaching about Jesus in Religious Education Project.   Exeter: School of Education and Lifelong Learning, University of Exeter.
• Copley, T.D. & Walshe, K.  (2002). The Figure of Jesus in Religious Education, the report of the Teaching about Jesus in Religious Education Project.   Exeter: School of Education and Lifelong Learning, University of Exeter.
• Holden, C.  (2002).  Review of Maher, F and Ward, J.VF, Gender and Teaching.  , 2002 in British Journal of Educational Psychology 72(3), 454 - 455.
• Kelly, N., Richards, A. & Norwich, B.  (2002). Eliciting children's views in resolving disagreements between LEAs, professionals and parents: an exploratory project.  Research report for SW SEN regional Partnership Exeter.: School of Education and Lifelong Learning, University of Exeter.
• Kelly, N., Richards, A. & Norwich, B.  (2002). Eliciting children's views in resolving disagreements between LEAs, professionals and parents: an exploratory project.   Research report for SW SEN regional Partnership. .
• Murphy, D., Draper, J., O'Brien, J. & Cowie, M.  (2002). Education Authority Coordination of the Scottish Qualification for Headship.  Edinburgh: University of Edinburgh.
• Osberg, D.C.  (2002). Complexity Science and Adult Education: Some Insights and Possibilities. in Edwards, R.R., Gray, P., Morgan-Klein, B., Murphy, M. and Tett, L. (eds) Proceedings of the 32nd Standing Conference on University Teaching and Research in the Education of Adults: Cultures, Communities and Citizens: The Altered States of Adult Education? July 2002, Institute of Education, Stirling University.  .
• O’Brien, J. & Draper, J.  (2002). Preparing for Headship in Scotland.  .
• Quinn, J.  (2002). Social class and Participation in HE: case studies update.   London: UUK.
• Rich, S.  (2002).  Review of Watkins, D and Biggs, J.B., Teaching the Chinese learner: psychological and pedagoical perspectives.  , 2001 in British Journal of Educational Psychology 72(4), 617-8.
• Skinner, N.C., et al  (2002). Web Based Support in Primary Science Project: Final Report.   School of Education and Lifelong Learning, University of Exeter.
• Thomas, L., Quinn, J., Slack, K., et al  (2002). Student Services: Effective Approaches to Retaining Students in Higher Education.   DfES.
• Wood, E.  (2002).  Review of Atkinson, T. and Claxton, G., The Intuitive Practitioner.  Buckingham: Open University Press, 2000 in Teachers and Teaching: theory and practice 8(1), 95-100.